Janet Emig

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Janet Emig (born October 12, 1928 in Cincinnati, Ohio) was an American composition scholar. She is known for her groundbreaking 1971 study The Composing Process of Twelfth Graders ( National Council of Teachers of English Research Report No. 13), which contributed to the development of the process theory of composition. [1] [2] [3] Her article, "Writing as a Mode of Learning" (1977) is also frequently cited and anthologized by the Writing Across the Curriculum movement. [1]

Contents

Life

Janet A. Emig was born in Cincinnati, Ohio. [1] She learned to read from her great aunt Eleanora Berne. [1] In the 1930s she attended Williams Avenue Grade School in Norwood, Ohio, which espoused a Deweyan educational philosophy. [1]

Emig attended Mount Holyoke College for her undergraduate studies. [1] [2] She graduated magna cum laude and wrote a novel, The Sand and the Rock as her senior thesis.

Emig attended the University of Michigan for her master's program, initially interested in her development as a creative writer. [1] [2] At the University of Michigan she faced sexism from her instructors and observed sexism in faculty promotions. [1] [2] When she graduated in 1952, she was denied for the doctoral program. [1] [2]

After graduation, Emig taught in public schools, including the Hillsdale School for Girls and Wyoming High School. [2] Betty Williams, the chair of her English Department, encouraged Emig to attend the 1960 Conference on College Composition and Communication that was held in Cincinnati. [1] [2] There, she met Priscilla Tyler, who presented on structural linguistics. [2] This talk inspired Emig to attend Tyler's summer course on composing processes offered at Harvard in 1961. [2] Emig applied to the Harvard English Education program for that fall and was accepted. [2]

Unfortunately, Harvard decided not to renew Tyler's contract, and the other faculty member in the program was fired for sexual harassment. [2] Without faculty in her specialization within her first two weeks of arrival, Emig had to chart her own interdisciplinary course of study. [2] Emig managed a course on the history of education with Tyler, as well as courses in psychology, linguistics (at MIT), and the philosophy of education. [1] [2] She began presenting at the Conference on College Composition and Communication and published papers such as "The Relation of Thought and Language Implicit in Some Early American Rhetoric and Composition Textbooks," "We are Trying Conferences," "The Uses of the Unconscious in Composing," "On Teaching Composition: Some Hypotheses as Definitions," and "Language Learning and the Teaching Process." [2] Before the 1964 study Pre-Writing: The Construction and Application of Models for Concept Formation in Writing Emig was already thinking about and researching pre-writing. [2] She also helped develop the Harvard Master of Arts in Teaching. [1] In 1965, she worked as director of the Masters of Arts in Teaching program at the University of Chicago School of Education. [2] Still, Emig faced bias against the study of writing at Harvard. She went through ten different advisers between 1961 and 1969, and eventually graduated with MIT linguist Wayne O'Neil as her committee chair. [1] [2] O'Neil put her in contact with James N. Britton, an important composition theorist in England. [1] [2] While Emig failed her tenure review at Chicago and left to work at the University of Lethbridge in Alberta, Canada, she continued to work on revising her dissertation for publication. [1] [2] Her 1969 dissertation, "Components of the Composing Process Among Twelfth-Grade Students" was the basis for The Composing Process of Twelfth Graders (1971). [1] [2]

Along with other Americans, Emig was fired from Lethbridge and took a position as associate professor at Rutgers University, a state university, where she did secure tenure. [1] She stayed there for the rest of her career. [1] She continued to publish on the psychology of writing, constructivism, and the profession, and continued to enjoy interdisciplinary research. [1] She became director of the New Jersey Writing Project in 1977. [1] Despite her now star status, Emig still faced challenges with promotion to full professor in the 1980s. [1]

As Gerald Nelms explains, Emig argues for a more complex understanding of the writing process that is based in constructivism rather than positivism. [1] She also remains interested in the overall development of written language acquisition. [1] Many of her later works are published in the collection The Web of Meaning: Essays on Writing, Teaching, Learning, and Thinking (2006). She was the Conference on College Composition and Communication 1992 Exemplar Awardee. [4] The National Council of Teachers of English ELATE Janet Emig Award for research in English Education is named in her honor. [5]

Works

Related Research Articles

The National Council of Teachers of English (NCTE) is a United States professional organization dedicated to "improving the teaching and learning of English and the language arts at all levels of education. Since 1911, NCTE has provided a forum for the profession, an array of opportunities for teachers to continue their professional growth throughout their careers, and a framework for cooperation to deal with issues that affect the teaching of English." In addition, the NCTE describes its mission as follows:

The Council promotes the development of literacy, the use of language to construct personal and public worlds and to achieve full participation in society, through the learning and teaching of English and the related arts and sciences of language.

Edward P.J. Corbett was an American rhetorician, educator, and scholarly author. Corbett chaired the 1970 Conference on College Composition and Communication, and was chair of the organization and a member of the National Council of Teachers of English Executive Committee in 1971. He was also chair of the Rhetoric Society of America from 1973 to 1977. From 1974 to 1979, he was editor of the journal College Composition and Communication. He is known for promoting classical rhetoric among composition scholars and teachers.

<span class="mw-page-title-main">Writing process</span> Process in which words and phrases are formed to produce a text

A writing process describes a sequence of physical and mental actions that people take as they produce any kind of text. These actions nearly universally involve tools for physical or digital inscription: e.g., chisels, pencils, brushes, chalk, dies, keyboards, touchscreens, etc.; these tools all have particular affordances that shape writers' processes. Writing processes are highly individuated and task-specific; they often involve other kinds of activities that are not usually thought of as writing per se.

Cognitive rhetoric refers to an approach to rhetoric, composition, and pedagogy as well as a method for language and literary studies drawing from, or contributing to, cognitive science.

<span class="mw-page-title-main">Composition studies</span>

Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States. The flagship national organization for this field is the Conference on College Composition and Communication.

<span class="mw-page-title-main">Fred Newton Scott</span>

Fred Newton Scott (1860–1931) was an American writer, educator and rhetorician. Scott received his A.B., A.M, and Ph.D from the University of Michigan. In the preface to The New Composition Rhetoric, Newton Scott states “that composition is…a social act, and the student [should] therefore constantly [be] led to think of himself as writing or speaking for a specified audience. Thus not mere expression but communication as well is made the business of composition.” Fred Newton Scott saw rhetoric as an intellectually challenging subject. He looked to English departments to balance work in rhetoric and linguistics in addition to literary study.

<span class="mw-page-title-main">First-year composition</span>

First-year composition is an introductory core curriculum writing course in US colleges and universities. This course focuses on improving students' abilities to write in a university setting and introduces students to writing practices in the disciplines and professions. These courses are traditionally required of incoming students, thus the previous name, "Freshman Composition." Scholars working within the field of composition studies often have teaching first-year composition (FYC) courses as the practical focus of their scholarly work.

Cognitive science and linguistic theory have played an important role in providing empirical research into the writing process and serving the teaching of composition. As for composition theories, there is some dispute concerning the appropriateness of tying these two schools of thought together into one theory of composition. However, their empirical basis for research and ties to the process theory of composition and cognitive science can be thought to warrant some connection.

The process theory of composition is a field of composition studies that focuses on writing as a process rather than a product. Based on Janet Emig's breakdown of the writing process, the process is centered on the idea that students determine the content of the course by exploring the craft of writing using their own interests, language, techniques, voice, and freedom, and where students learn what people respond to and what they don't. Classroom activities often include peer work where students themselves are teaching, reviewing, brainstorming, and editing.

English studies is an academic discipline taught in primary, secondary, and post-secondary education in English-speaking countries; it is not to be confused with English taught as a foreign language, which is a distinct discipline. An expert on English studies can be called an Anglicist. The discipline involves the study and exploration of texts created in English literature. English studies include: the study of literature, the majority of which comes from Britain, the United States, and Ireland ; English composition, including writing essays, short stories, and poetry; English language arts, including the study of grammar, usage, and style; and English sociolinguistics, including discourse analysis of written and spoken texts in the English language, the history of the English language, English language learning and teaching, and the study of World Englishes. English linguistics is usually treated as a distinct discipline, taught in a department of linguistics.

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<span class="mw-page-title-main">Sondra Perl</span> American academic

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Janice M. Lauer Rice was an American scholar of composition, rhetoric, and linguistics. She was a founding member of the Rhetoric Society of America. She founded one of the first doctoral programs in rhetoric and composition at Purdue University in 1980. The Lauer Series in Rhetoric and Composition from Parlor Press is named in her honor, as well as the Rhetoric Society of America's Janice Lauer Fund for Graduate Student Support and the Purdue Foundation Janice M. Lauer Dissertation Award.

References

  1. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Nelms, Gerald (1990). A Case History Approach to Composition Studies: Edward P.J. Corbett and Janet Emig. The Ohio State University.
  2. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Nelms, Gerald (1994). "Reassessing Janet Emig's The Composing Processes of Twelfth Graders: An Historical Perspective". Rhetoric Review. 13 (1): 108–130. ISSN   0735-0198.
  3. ↑ Rosen, Lois (1979). "An Interview with Janet Emig". The English Journal. 68 (7): 12–15. doi:10.2307/814516. ISSN   0013-8274.
  4. ↑ "CCCC Exemplar Award". Conference on College Composition and Communication. 2018-06-06. Retrieved 2022-08-12.
  5. ↑ "ELATE Janet Emig Award". NCTE. Retrieved 2022-08-12.
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